Taking Deeper Learning to Scale

Autor/in	Noguera, Pedro A.
Institution	Learning Policy Institute
Titel	Taking Deeper Learning to Scale
Quelle	(2017), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Equal Education; High Stakes Tests; Educational Legislation; Federal Legislation; Elementary Secondary Education; Racial Differences; Ethnicity; Preschool Education; Language Arts; Reading Achievement; Mathematics Achievement; Economically Disadvantaged; Socioeconomic Influences; Low Income Students; Minority Group Students; Transformative Learning; Learner Engagement; At Risk Students; Common Core State Standards; Teacher Role; Urban Schools; High Schools; Teaching Methods; Program Effectiveness; Achievement Gains; Literacy Education; California; Massachusetts; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsrecht; Schulgesetz; Bundesrecht; Rassenunterschied; Ethnizität; Pre-school education; Vorschulerziehung; Sprachkultur; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozioökonomischer Faktor; Pädagogische Transformation; Common core curriculum; Curriculum; Kerncurriculum; Lehrerrolle; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Kalifornien; Master-Studiengang
Abstract	For some time now, it has been evident that the policies pursued by the United States to elevate the academic performance of students, particularly those who are most economically disadvantaged, have not produced the results that were promised or hoped for. This paper analyzes the efforts of schools and school districts to improve academic achievement, particularly among students who have historically underperformed. Three cases are presented: (1) Ocean Unified School District (OUSD); (2) Brockton High School (BHS); and (3) Washington High School. The cases are presented to reveal the potential of using deeper learning as a reform strategy that can lead to greater equity in academic outcomes. Equity is the critical challenge facing American education today. By drawing attention to schools that have met these challenges successfully and by identifying the obstacles that have prevented others from obtaining similar results, the hope is that it may be possible to promote greater progress elsewhere. (ERIC).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01